International Handbook of Psychology Learning and Teaching PDF
Preview International Handbook of Psychology Learning and Teaching
Springer International Handbooks of Education Joerg Zumbach · Douglas A. Bernstein Susanne Narciss · Giuseppina Marsico Editors International Handbook of Psychology Learning and Teaching Springer International Handbooks of Education The Springer International Handbooks of Education series aims to provide easily accessible, practical, yet scholarly, sources of information about a broad range of topics and issues in education. Each Handbook follows the same pattern of exam- iningindepthafieldofeducationaltheory,practiceandappliedscholarship,itsscale andscopeforitssubstantivecontributiontoourunderstandingofeducationand,in sodoing,indicatingthedirectionoffuturedevelopments.Thevolumesinthisseries form a coherent whole due to an insistence on the synthesis of theory and good practice. The accessible style and the consistent illumination of theory by practice make the series very valuable to a broad spectrum of users. The volume editors representtheworld’sleadingeducationalists.Theirtaskhasbeentoidentifythekey areasintheirfieldthatareinternationallygeneralizableand,intimesofrapidchange, ofpermanentinteresttothescholarandpractitioner. (cid:129) (cid:129) Joerg Zumbach Douglas A. Bernstein (cid:129) Susanne Narciss Giuseppina Marsico Editors International Handbook of Psychology Learning and Teaching With64Figuresand92Tables Editors JoergZumbach DouglasA.Bernstein DepartmentofEducationalResearch DepartmentofPsychology UniversityofSalzburg UniversityofSouthFlorida Salzburg,Austria Tampa,FL,USA SusanneNarciss GiuseppinaMarsico SchoolofScience- DepartmentofHuman,Philosophicaland FacultyofPsychology,Psychology EducationalSciences(DISUFF) ofLearningandInstruction UniversityofSalerno TechnischeUniversitaetDresden Fisciano,Italy Dresden,Sachsen,Germany ISSN2197-1951 ISSN2197-196X(electronic) SpringerInternationalHandbooksofEducation ISBN978-3-030-28744-3 ISBN978-3-030-28745-0(eBook) https://doi.org/10.1007/978-3-030-28745-0 ©SpringerNatureSwitzerlandAG2023 Thisworkissubjecttocopyright.AllrightsarereservedbythePublisher,whetherthewholeorpartofthe materialisconcerned,specificallytherightsoftranslation,reprinting,reuseofillustrations,recitation, broadcasting,reproductiononmicrofilmsorinanyotherphysicalway,andtransmissionorinformation storageandretrieval,electronicadaptation,computersoftware,orbysimilarordissimilarmethodology nowknownorhereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublication doesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevant protectivelawsandregulationsandthereforefreeforgeneraluse. Thepublisher,theauthors,andtheeditorsaresafetoassumethattheadviceandinformationinthisbook arebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublishernortheauthorsorthe editorsgiveawarranty,expressedorimplied,withrespecttothematerialcontainedhereinorforanyerrors oromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregardtojurisdictionalclaims inpublishedmapsandinstitutionalaffiliations. ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSwitzerlandAG. Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland Preface As reflected in its title, this International Handbook of Psychology Learning and Teachingwasdesignedtobeacomprehensivereferencetextdevotedtopresenting ideas for how to improve the learning and teaching of psychology worldwide. Its chapters are aimed at a broad audience, including psychology teacher trainees and newfacultymemberswhoareinterestedinthebasicsofhowandwhattoteach,as well as more experienced professors who are interested in training psychology teachersorinevaluatingandimprovingtheeffectivenessoftheirownteaching. Weweremotivatedtocreatethehandbookpartlybecause,althoughteachingand learning can be designed and evaluated from a general educational perspective, psychology, like all other academic disciplines, has its own traditions, course content,andapproachestoteachingandlearning,aphenomenonsometimesreferred to as pedagogical content knowledge (cf. Koehler & Mishra, 2008). We wanted to showcasethatknowledgebyprovidingacomprehensivedescriptionofpsychology’s core goals,contents, andtopics, aswell asthemethods,approaches,andresources availableforteachingpsychologyinpsychologyprogramsandelsewhere. We hope the handbook will also inspire psychology teachers to engage in research in the scholarship of teaching and learning (SoTL; e.g., Felten, 2013). SoTL has been defined as “the systematic study of teaching and learning, using establishedorvalidatedcriteriaofscholarship,tounderstandhowteaching(beliefs, behaviors, attitudes, and values) can maximize learning, and/or develop a more accurate understanding of learning, resulting in products that are publicly shared forcritiqueandusebyanappropriatecommunity”(Potter&Kustra,2011,p.2). Inpsychology,thatcommunityisgrowingdramaticallyastheroleofpedagogical content knowledge in our discipline has received more and more attention in recent yearsfrompsychologyteacherswhoconduct,share,anddiscussresearchonpsychol- ogy learning and teaching (Dunn et al., 2010). Their ideas and results are being published in such US journals as Teaching of Psychology and The Scholarship of TeachingandLearninginPsychology,aswellasinPsychologyLearningandTeach- ing, the journal of the European Society of Psychology Learning and Teaching (ESPLAT), and elsewhere. Their work is also being presented at numerous national andinternationalteachingconferences(e.g.,ESPLATandtheU.S.’sNationalInstitute on the Teaching of Psychology) as well as in teaching strands at research-oriented internationalconferencessuchasthoseoftheAmericanPsychologicalAssociation,the v vi Preface AssociationforPsychologicalScience,andtheInternationalCongressofPsychology. Wehopethatthishandbookwillcontributeto,expand,andinspirefurtherthediscus- sionamongmembersofthiscommunity. Thehandbook’schapterswerewrittenbyexpertpsychologyteachersfromallover theworldandcovertopicsgermanetotheteachingofallcorecoursesinpsychology, whether taught in psychology programs or as part of curricula in other disciplines. Eachchapterincludesanintroductiontoitstopic,providessomehistoricalcontext,a reviewofrelevantliterature,asummaryoftheory-andevidence-basedapproachesto teachingcoursecontent,includinginvariouseducationalandculturalcontexts,and adviceonbestpracticesinthosecontexts.Somechaptersalsoprovideguidelinesand checklistsdesignedtosupportpsychologyteachersintheirdailywork. Thehandbookincludesthreemajorsections,eachofwhichcontainsseveralchap- ters.Thefirstsection,“TeachingPsychologyasMainDisciplineinUndergraduateand GraduatePrograms,”focusesonpsychologyteachingandlearningasamaindiscipline in undergraduate and graduate psychology programs. The chapters in this section address each of the major psychological sub-disciplines and offers evidence-based advice on how best to teach the courses within those sub-disciplines. The second section,“PsychologyLearning and Teaching for All Audiences,” focuses onseveral target audiences within and outside tertiary education. The third section includes severalchapterson“GeneralEducationalandInstructionalApproachestoPsychology LearningandTeaching.” Because it covers all central fields of Psychology, all major target groups, and all major relevant educationalandinstructional approaches, we hope that this handbook willprovideasolidbaseforpsychologyteachersworldwide,servingasastimulusfor SoTLresearchinpsychology,asanintroductorytextfornewteachers,andasaguidefor thoseinvolvedinthedevelopmentofteachertrainingprograms,courseandcurriculum design,syllabuswriting,assessmentofteacherandstudentperformance,andthelike. December2022 JoergZumbach DouglasA.Bernstein SusanneNarciss GiuseppinaMarsico References Dunn, D. S., Beins, B. B., McCarthy, M.A., & Hill, G. W. (Eds.). (2010). Best practices for teaching beginnings and endings in the psychology major: Research,cases,andrecommendations.Oxford:UniversityPress. Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry,1(1),121–125. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge(TPACK)?ContemporaryIssuesinTechnologyandTeacher Educa- tion,9(1),60–70. Potter, M.K.,&Kustra,E.(2011). Therelationship betweenscholarly teachingand SoTL:Models,distinctions,andclarifications.InternationalJournalfortheSchol- arshipofTeachingandLearning,5(1).http://www.georgiasouthern.edu/ijsotl Contents Volume 1 PartI TeachingPsychologyasMainDisciplineinUndergraduate andGraduatePrograms .................................... 1 1 TeachingIntroductoryPsychology ......................... 3 MelissaJ.BeersandBridgetteMartinHard 2 LearningandTeachinginClinicalPsychology ................ 25 SusanneKnappe 3 MappingNormality:TeachingAbnormalPsychology .......... 49 BrianL.BurkeandMeganC.Wrona 4 SensationandPerception ................................ 75 RobertGaschler,MariamKatsarava,andVeitKubik 5 TeachingthePsychologyofLearning ....................... 101 StephanieA.Jesseau 6 TeachingofGeneralPsychology:ProblemSolving ............ 131 DavidGibson,DirkIfenthaler,andSamuelGreiff 7 GeneralPsychologyMotivation ........................... 151 MariaTulisandJ.LukasThürmer 8 Topics,Methods,andResearch-BasedStrategiesforTeaching Cognition ............................................. 177 MayaM.KhannaandMichaelJ.Cortese 9 HowtoDesignandTeachCoursesonVolitionandCognitive Control .............................................. 201 ThomasGoschkeandAnnetteBolte 10 DevelopmentalPsychology ............................... 239 MoritzM.DaumandMirellaManfredi vii viii Contents 11 DevelopmentalPsychology:MovingBeyondtheEast–West Divide ............................................... 273 NanditaChaudhary,MilaTuli,andAyeshaRaees 12 TeachingPhysiologicalPsychology ......................... 301 JaneA.Foster 13 TeachingSocialPsychologyEffectively ...................... 313 ScottPlous,DavidG.Myers,MaryE.Kite,andDanaS.Dunn 14 TeachingHealthPsychologyHere,There,andEverywhere ...... 339 AriannaM.StoneandReganA.R.Gurung 15 EducationalPsychology:LearningandInstruction ............ 357 NeilH.Schwartz,KevinClick,andAnnaN.Bartel 16 NeuroscienceinthePsychologyCurriculum ................. 391 JenniferParadaandLeighannR.Chaffee 17 TeachingtheFoundationsofPsychologicalScience ............ 421 ReganA.R.GurungandAndrewChristopher 18 TheMethodologyCycleastheBasisforKnowledge ........... 437 JaanValsinerandAngelaUchoaBranco 19 QualitativeMethodology ................................. 453 GünterMey 20 PsychologicalAssessmentandTesting ...................... 479 LeslieA.MillerandRubyA.Daniels 21 IndividualDifferencesandPersonality ...................... 513 ManfredSchmitt 22 TeachingofWorkandOrganizationalPsychologyinHigher Education ............................................ 539 NiclasSchaper 23 TeachingEngineeringPsychology .......................... 567 SebastianPannasch,MartinBaumann,LewisL.Chuang,and JuergenSauer 24 CulturalPsychology .................................... 589 LucaTateo,GiuseppinaMarsico,andJaanValsiner 25 TeachingMediaPsychology .............................. 609 ChristopherJ.Ferguson 26 UnfurlingthePotentialoftheCounselor .................... 629 SujataSriramandSwarnimaBhargava Contents ix 27 GenderStudies ........................................ 659 TissyMariamThomasandU.ArathiSarma 28 TeachingSchoolPsychologytoPsychologists ................. 699 M.BeatriceLigorio,StefanoCacciamani,andEmanuelaConfalonieri 29 CommunityPsychologyandPsychologicalDistress ............ 725 PaulRhodes 30 IndigenousPsychology .................................. 741 DaniloSilvaGuimarães 31 TeachingPsychopharmacologyforUndergraduates ........... 763 JenniferM.J.McGee Volume 2 PartII PsychologyLearningandTeachingforAllAudiences .... 789 32 PsychologyinSocialScienceandEducation ................. 791 MonicaMolloandRuggeroAndrisanoRuggieri 33 PsychologyinTeacherEducation .......................... 807 SusanneNarcissandJoergZumbach 34 TeachingPsychologyinSecondaryEducation ................ 847 RobMcEntarfferandKristinWhitlock 35 PsychologyinWorkandOrganizationalEducation ............ 865 PedroF.Bendassolli,SoniaGondim,andFellipeCoelho-Lima 36 PsychologicalLiteracyandLearningforLife ................ 881 JulieA.HulmeandJacquelynCranney 37 PsychologyinProfessionalEducationandTraining ........... 911 ChristophSteinebach 38 TeachingSportandExercisePsychology .................... 943 RobertWeinbergandJoanneButt 39 FamilyTherapy ........................................ 965 MariaElisaMolina,PabloFossa,andVivianaHojman 40 MedicalEducation ..................................... 979 RicardoGorayebandM.CristinaMiyazaki 41 PsychologyofArt ...................................... 993 LiadaRochaLordelo
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